This is a standards map for the concept of using academic and domain-specific words and phrases. It is specific to Standard 6 of the Vocabulary Acquisition and Use Anchor in the Language standards of the CCSS ELA standards.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Words and Phrases
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3 - Use (Acquired words and phrases)
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3 - I can use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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A. Words and phrases are acquired through conversations, readings and listening and responding to texts.
B. Conversations provide access to easy to understand contexts.
C. Newly learned words or phrases can be used in new situations in similar ways to learned uses.
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A.1 How do I learn words and phrases?
B.1 How do I learn from listening to conversations?
C.1 How do I show understanding of new words?
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Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Acquired Words/Phrases
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3 - Use (Words)
3 - Use (Phrases)
3 - Use (Conjunctions)
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3 - I can use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.
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A. Studying conversations, readings and responses to texts helps teach how conjunctions signal relationships of ideas.
B. Contextual conjunctions point to relationships between parts of a sentence.
C. Conversations provide access to easy-to-understand contexts.
D. Newly learned words or phrases can be used in new situations in similar ways to learned used.
E. Two identical phrases joined by two different conjunctions can have two different meanings.
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A.1 How do I learn words and phrases?
B.1 How can watching and listening for conjunctions help me understand meaning?
C.1 How do I learn from listening to conversations?
D.1 How do I show understanding of new words?
E.1 How much influence can conjunction choice have?
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Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Acquired Words/Phrases
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3 - Use (Words and phrases, adjectives and adverbs)
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3 - I can use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
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A. Studying conversations, readings and responses to texts helps teach how conjunctions signal relationships of ideas.
B. Contextual conjunctions point to relationships between parts of a sentence.
C. Conversations provide access to easy-to-understand contexts.
D. Newly learned words or phrases can be used in new situations in similar ways to learned used.
E. We learn adjectives and adverbs by reading and listening to quality descriptions with vividly modified verbs.
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A.1 How do I learn words and phrases?
B.1 How can watching and listening for conjunctions help me understand meaning?
C.1 How do I learn from listening to conversations?
D.1 How do I show understanding of new words?
E.1 How do I learn adjectives and adverbs?
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Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Grade-appropriate Words
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3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
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3 - I can acquire accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships.
3 - I can use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships.
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A. Time and space are signaled by prepositions and words specific to the subject addressed.
B. Word use might vary in conversation, in school and in other specific domains.
C. Words relating to space and time follow a pattern and each person's brain perceives based on his or her experience with time and space.
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A.1 How are spatial and temporal relationships communicated?
B.1 How might words and phrases vary in use?
C.1 How do some words consistently signal time and space?
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Words and Phrases
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1 - Acquire (Grade-appropriate general academic words and phrases)
1 - Acquire (Grade-appropriate domain -specific words and phrases)
3 - Use (Grade-appropriate general academic and domain-specific words and phrases)
2 - Include (Precise action signaling)
2 - Include (Emotions)
2 - Include (States of being)
2 - Include (Words basic to a particular topic)
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1 - I can acquire accurately grade-appropriate general academic words and phrases.
1 - I can acquire accurately grade-appropriate domain-specific words and phrases.
3 - I can use accurately grade-appropriate general academic words and phrases.
3 - I can use accurately grade-appropriate domain-specific words and phrases.
2 - I can include words or phrases that signal precise actions.
2 - I can include emotions.
2 - I can include states of being (e.g., quizzed, whined, stammered).
2 - I can include words basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
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A. Explaining a particular topic may require words specific to a field of study; think of the one that creates clearest visualization.
B. When describing, action words are better than 'be' verbs; utilize descriptive verbs.
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A.1 How can I choose more precise words?
B.1 How can I avoid using the verb 'to be?'
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Words and Phrases
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1 - Acquire (Words and phrases)
2 - Use (Words and phrases)
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1 - I can acquire words and phrases that signal contrast, addition, and other logical relationships.
2 - I can acquire words and phrases that signal contrast, addition, and other logical relationships.
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A. Specific transition words signal relational meanings (e.g. comparison, contrast, addition). Substitutions can totally change meaning or provide subtle differences.
B. Learning transitions in context and practicing aids in properly using them in writing and speaking.
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A.1 How do I understand the relationship of two clauses?
B.1 How can I improve on using transitions?
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade-appropriate Words
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3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
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2 - I can acquire accurately grade-appropriate general academic and domain-specific words and phrases.
3 - I can use accurately grade-appropriate general academic and domain-specific words and phrases.
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A. Learning vocabulary in context and practicing aids in properly using them in writing and speaking.
B. Specific transition words signal relational meanings of key vocabulary.
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A.1 How do I acquire domain-specific vocabulary?
B.1 How do I understand the relationship of two clauses?
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade-appropriate Words
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3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
1 - Gather (Vocabulary knowledge)
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3 - I can acquire accurately grade-appropriate general academic and domain-specific words and phrases.
3 - I can use accurately grade-appropriate general academic and domain-specific words and phrases.
1 - Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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A. Practice previous vocabulary knowledge to consider word meaning of new.
B. Words most likely used within a specific context are domain-specific and are key for comprehension.
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A.1 How do I acquire domain-specific vocabulary?
B.1 How do I know if a word is important to comprehension or expression?
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade-appropriate Words
|
3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
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3 - I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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A. Practice previous vocabulary knowledge to consider word meaning in specific areas of study.
B. Words most likely used within a specific context are domain-specific and are key for comprehension.
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A.1 How do I acquire domain-specific vocabulary?
B.1 How do I know which vocabulary is important to comprehension or expression.
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Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Words and Phrases
Independence
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3 - Acquire (General academic words and phrases)
3 - Use (General academic words and phrases)
3 - Demonstrate (Independence)
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3 - I can acquire accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
3 - I can use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
2 - I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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A. Practice previously acquired vocabulary skills independently; refine over a lifetime of active listening, reading and applying.
B. Words most likely used within a specific context are domain-specific and are key for comprehension.
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A.1 How do I learn vocabulary for college and career readiness?
B.1 How do I know which vocabulary words are important to comprehension or expression?
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Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Independence
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3 - Acquire (General academic words and phrases)
3 - Use (General academic words and phrases)
3 - Demonstrate (Independence)
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3 - I can acquire academic and domain-specific words or phrases when reading at the college and career readiness level.
3 - I can acquire academic and domain-specific words or phrases for writing at the college and career readiness level.
3 - I can acquire academic and domain-specific words or phrases when speaking at the college and career readiness level.
3 - I can acquire academic and domain-specific words or phrases while listening at the college and career readiness level.
3 - I can use academic and domain-specific words or phrases when reading at the college and career readiness level.
3 - I can use academic and domain-specific words or phrases for writing at the college and career readiness level.
3 - I can use academic and domain-specific words or phrases when speaking at the college and career readiness level.
3 - I can use academic and domain-specific words or phrases while listening at the college and career readiness level.
3 - I can demonstrate independence in gathering vocabulary knowledge when considering a word important to comprehension or expression.
3 - I can demonstrate independence in gathering vocabulary knowledge when considering a phrase important to comprehension or expression.
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A. Previously acquired vocabulary skills are independently practiced for comprehension.
B. Lifelong learners are constantly acquiring and practicing vocabulary comprehension and use.
C. Words most likely used within a specific context are domain-specific and are key for comprehension.
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A.1 How do I learn vocabulary for college and career readiness?
B.1 How can I demonstrate independence in gathering vocabulary knowledge?
C.1 How do I recognize vocabulary that is important to comprehension or expression?
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